Journal articles: 'Lesson planning'

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Angaiz, Dil, Zahra Jabeen, and Nazia Karim. "PERCEPTIONS OF EXPERIENCED AND NOVICE TEACHERS ABOUT THE IMPORTANCE OF LESSON PLANNING FOR EFFECTIVE LEARNING IN PRIVATE ELEMENTARY SCHOOLS OF GILGIT CITY." Pakistan Journal of Social Research 03, no. 03 (September 30, 2021): 446–57. http://dx.doi.org/10.52567/pjsr.v3i3.268.

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This study intended to explore the perceptions of novice and experienced teachers about the importance of lesson planning for effective learning in selected private elementary schools in Gilgit city. A qualitative approach focusing on case study was used to conduct this study. The researchers collected data by using in-depth semi-structured interviews. The study revealed that novice and experienced teachers both realized the importance to lesson planning. It was revealed that lesson planning contributes to students learning. Although teachers use different formats to plan their lessons. Moreover, it was found that novice teachers regularly develop their lessons in detail on the other hand experienced teachers do not regularly plan their lessons in detail. Teachers' workload was one of the hurdles in planning lesson. On the basis of the findings it was recommended that teachers should develop lesson plans for their classes because it provides guideline and teachers can teach effectively which ultimately improves students learning. Keywords: Perceptions, novice teachers, experienced teachers, lesson planning, private schools, Gilgit city

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Pham, Hien Thu Thi, Nguyet Minh Thi Le, Huyen Thanh Thi Doan, and Hien Thi Luong. "Examining Philology Teachers’ Lesson Planning Competencies in Vietnam." International Journal of Learning, Teaching and Educational Research 22, no. 6 (June 30, 2023): 121–36. http://dx.doi.org/10.26803/ijlter.22.6.7.

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Planning lessons is an essential responsibility for any competent teacher. This study focuses on examining Vietnamese Philology teachers’ competencies in developing lesson plans. We employ a quantitative research approach by surveying 1,001 primary, lower secondary and upper secondary teachers in different provinces and cities in Vietnam. The results show that teachers spend a significant amount of time developing their lesson plans and they normally prepare their lesson plans one to two weeks before teaching in the classroom. They usually collaborate with their colleagues to develop lesson plans. Textbooks, teacher books, and materials from the internet are the main resources they use to design their lesson plans. They encounter many difficulties in the lesson planning processes, such as large class sizes, new curricula, and new textbooks Training and retraining of teachers are essential for developing appropriate lesson plans.

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Alghamdy, Rashed Zannan. "English Teachers’ Perceptions of the Role of Lesson Planning in Classroom Management." International Journal of Linguistics 15, no. 4 (August 18, 2023): 67. http://dx.doi.org/10.5296/ijl.v15i4.21260.

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In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management, revealing that Saudi English teachers prepare their lessons effectively to sufficiently manage classrooms. In addition, our results indicate that lesson planning is an essential skill that English teachers must cultivate to create a successful classroom environment. Moreover, the outcomes of the present study highlight most Saudi English teachers’ attitudes toward the role of lesson planning in classroom management are positive. Finally, we find a significant and positive relationship between effective lesson preparation and teachers’ abilities to create a successful EFL classroom environment.

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qizi, Mahkamova Dilshoda Shuhrat. "UNDERSTANDING THE PERCEPTION OF EFFECTIVE LESSON PLANNING." Frontline Social Sciences and History Journal 4, no. 4 (April 1, 2024): 21–24. http://dx.doi.org/10.37547/social-fsshj-04-04-04.

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Education and training activities have an important role in the development of countries. Based on these activities, teachers are the key players. For this reason, quality teachers must be prepared to promote quality education and instructional activities.This article discusses the qualities of highly effective teachers and provides some useful tips based on some recent researches.

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Schmidt, Margaret. "Preservice String Teachers' Lesson-Planning Processes." Journal of Research in Music Education 53, no. 1 (April 2005): 6–25. http://dx.doi.org/10.1177/002242940505300102.

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This yearlong qualitative study is an examination of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project. Data analysis revealed that these preservice teachers held differing views of lesson planning from each other and from their supervisor. Five themes emerged: (a) concerns about knowing how to begin to plan, (b) difficulty identifying what the children needed to learn, (c) the prominence of decisions made on the fly, (d) comparisons of thinking about teaching and planning with actual written plans, and (e) limited transfer of in-class experiences to teaching in the project. Suggestions for teacher educators include acknowledging the complex nonlinear relationship between planning skills, teaching experience, and professional knowledge; structuring guided experiences with a variety of lesson planning formats (e.g., written, mental, verbal); and maximizing opportunities for preservice teachers to reflect on connections between their experiences as students and as teachers. September 22, 2004 December 10, 2004.

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Eilam, Billie. "Probing Teachers’ Lesson Planning: Promoting Metacognition." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (April 2017): 1–28. http://dx.doi.org/10.1177/016146811711901309.

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Classrooms are complex systems, with dynamic interactions of different kinds among their composing varied elements. Such complex interactions lead to the system's unpredictable emergent learning behaviors. To support teachers’ lesson planning and monitoring in the complex environment of classrooms, the present article examines the core metacognitive skills of goal-directed lesson planning and monitoring and presents a novel tool for scaffolding teachers’ self-regulated instruction by increasing their awareness of goals, activities, discrepancy cues, and instructional time management. The chapter describes a qualitative pilot study with two experienced teachers working in a secondary school and a particular teachers’ professional development program. It investigates their utilization of this metacognitive scaffolding tool that has been previously validated as promoting ninth graders’ metacognitive awareness and adapted for teachers’ use. This Lesson Planning-Monitoring Scaffold (LPMS) supported teachers’ lesson planning (including activities sequences, learning settings, and time management), monitoring of plans’ enactment, and postlesson as well as yearly reflections on lessons’ goal achievement and tool's support. The rationale and structure of this metacognitive tool are described, and teachers’ use of the tool is analyzed. Finally, implications for future research on the LPMS and its uses are discussed.

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Barczi-Veres, Krisztina. "Planning and Delivering a Cooperative Maths Lesson." European Journal of Mathematics and Science Education 3, no. 1 (June 15, 2022): 9–16. http://dx.doi.org/10.12973/ejmse.3.1.9.

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<p style="text-align: justify;">School education should not only provide students with content knowledge but also with effective skills that will be appropriate in their adult lives, such as the competence in solving problems individually or being able to work as a member of a team. Students should be active participants instead of passive listeners in their lessons. There is a wide variety of teaching methods that practicing teachers can choose from to make their lessons varied. The present article explains the outline of an experiment that was based on Spencer Kagan’s cooperative learning focusing on one particular lesson. The mathematics lesson was planned using cooperative teaching techniques and was taught in secondary mathematics education. We analyse how well cooperative learning can be used for improving participation and effective problem-solving in the classroom.</p>

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Uhrmacher, P. Bruce, Bradley M. Conrad, and Christy M. Moroye. "Finding the Balance Between Process and Product through Perceptual Lesson Planning." Teachers College Record: The Voice of Scholarship in Education 115, no. 7 (July 2013): 1–27. http://dx.doi.org/10.1177/016146811311500702.

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Background/Context Lesson planning is one of the most common activities required of teachers; however, since the late 1970s and early 1980s, it has not been a major focus of study, either conceptually or empirically. Although there are recent articles on the topic, much of the current work is specific to examining a particular teaching method or subject area. This essay not only examines the lesson planning process, a neglected area of study, but also puts forward a perceptual or arts-based approach to lesson planning that has not been attended to since Elliot Eisner's essays on objectives. Purpose/Objective/Research Question/Focus of Study The purposes of this conceptual paper are is to provide theoretical grounding for perceptual lesson planning; to analytically examine the two current, dominant approaches to creating lesson plans; and to put forward ideas that undergird a fresh approach to creating and analyzing lesson planning. Research Design This study consists of a major literature review and a related conceptual argument. We also present qualitative data (a lesson plan with attendant interview material) and preliminary findings from an ongoing study. Analytic Framework We use an original analytic framework to discuss the two dominant approaches to lesson planning, the behaviorist and constructivist modes, and to compare them to the perceptual mode. Our analytical categories consist of the following: intentions, process, product, and outcomes. By intentions we mean the aims, goals, or objectives of the lesson plan. The process refers to how the lesson plan is created and what that experience is like for the teacher. Product refers to the actual lessons that result from the planning. Outcomes refer to both the anticipated results of the lesson as well as the general kinds of student outcomes desired in the mode of lesson planning. Conclusions/Recommendations Perceptual lesson planning may be characterized as engaging teachers’ and students senses and creativity; as an artistic endeavor that is joyful in and of itself; as consisting of various stylized products; and leading toward meaningful learning for students and teachers in an environment open to elements of surprise and innovation. Lesson planning may be functional and meaningful to teachers and subsequently their students. Lesson planning could be something teachers enjoy, learn from, and appreciate. Thus, we note that focusing on the process of lesson planning is an important part of education that warrants much more attention.

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Linder, Sandra M. "A lesson-planning model." Teaching Children Mathematics 17, no. 4 (November 2010): 249–54. http://dx.doi.org/10.5951/tcm.17.4.0249.

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Black, Alison, Hazel Lawson, and Brahm Norwich. "Lesson planning for diversity." Journal of Research in Special Educational Needs 19, no. 2 (July 15, 2018): 115–25. http://dx.doi.org/10.1111/1471-3802.12433.

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Byra, Mark, and Stephen C. Coulon. "The Effect of Planning on the Instructional Behaviors of Preservice Teachers." Journal of Teaching in Physical Education 13, no. 2 (January 1994): 123–39. http://dx.doi.org/10.1123/jtpe.13.2.123.

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The purpose of this study was to compare the instructional behaviors of a group of preservice teachers across two teaching conditions, one planned and one unplanned. Twelve physical education teacher education (PETE) majors each taught two 25-minute lessons to elementary-age learners. Lesson plans were developed for the first lesson (planned condition) but not the second (unplanned condition). All lessons were videotaped and employed in the data analyses. Three data collection instruments were used for the analysis of selected teaching behaviors: (a) the Academic Learning Time-Physical Education (ALT-PE) system, (b) an event recording instrument for coding teacher verbal feedback statements, and (c) the Qualitative Dimensions of Lesson Introduction, Task Presentation, and Lesson Closure (QDITC) system. The results suggest that planning has a positive effect on some preservice teachers’ instructional behaviors. For teachers in training, it seems that planning is important to the employment of “effective” teaching behaviors in the interactive teaching environment.

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Govender, Nadaraj, and Duduzile Zulu. "NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS." Journal of Baltic Science Education 16, no. 3 (June 25, 2017): 366–78. http://dx.doi.org/10.33225/jbse/17.16.366.

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An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers’ understanding of NOS is extensive but junior high school natural sciences teachers’ understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers’ understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers’ academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers’ work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content. Keywords: junior high school teachers, lesson planning, nature of science, natural sciences.

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Estes, Linda A., Amy Roth McDuffie, and Cathie Tate. "Lesson Planning with the Common Core." Mathematics Teacher 108, no. 3 (October 2014): 206–11. http://dx.doi.org/10.5951/mathteacher.108.3.0206.

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Galstyan, Armenuhi. "CELTA lesson plan template as a basis for effective lesson planning." Journal of V. N. Karazin Kharkiv National University Series: Foreign Philology. Methods of Foreign Language Teaching, no. 94 (November 30, 2021): 47–52. http://dx.doi.org/10.26565/2227-8877-2021-94-07.

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Modern teachers are anxious about the question how to make foreign language lessons more effective, how to motivate students and keep their attention during the whole lesson. For continuous development of educational system in Ukraine, the instructors attend foreign language teachers’ trainings, where, for developing their own language awareness, they get acquainted with other instructors of common interests, reveal different approaches, new methods and techniques, study and discuss the implementation of those techniques in their teaching. Certainly, there are numerous institutions engaged in teacher training in Ukraine which are aimed at preparing competent teachers. But the study and implementation of positive experience of courses and educational systems of foreign countries can boost the improvement and modernization of the pedagogy and linguistic education of Ukraine. From this perspective, having been the graduator of the CELTA course (the most widely recognised English teaching qualification in the world), the author of the given paper identifies the necessary implementations in the system of training foreign language teachers in Ukraine in general and the effective planning of the lesson in particular. Being confident that one of the key components of a successful lesson is a precise lesson planning, the author analyzes the CELTA lesson plan and, based on CELTA lesson plan template, presents a detailed study and plan of the lesson carried out in one of the higher educational institutions of Ukraine (V. N. Karazin Kharkiv National University). The other component that is an inseparable condition of a good lesson is the consciousness of each teacher that teaching is a permanent process of change and growth, that can be achieved via self-teaching and self- evaluation.

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Thi, Le, Nguyen Thi, Nguyen Thi, and Nguyen Mau. "Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam." European Journal of Educational Research 10, no. 4 (October 15, 2021): 1755–68. http://dx.doi.org/10.12973/eu-jer.10.4.1755.

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<p style="text-align: justify;">The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1). Plan a Lesson Study; (2). Organize demo teaching and attend lessons; (3): Self-evaluate and discuss lessons; (4): Apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.</p>

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Sharma, Bam Dev. "Lesson Planning for Language Teaching." NELTA Bagmati Journal 3, no. 1 (December 31, 2022): 85–97. http://dx.doi.org/10.3126/nbj.v3i1.53420.

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It is universally accepted that effective teaching is the outcome of an effective lesson plan. It is the signpost of teaching learning activities. Lesson plan becomes a blueprint as it consists of content, methodology, objectives, and process through which measurable and achievable objectives can be obtained. Lesson plan, as a means of technique of teaching, cannot only support teachers; it also provides good feedback and systematic growth in the process of teaching and learning. This article highlights a lesson plan as an instrumental objective of teaching; both innovative and worthwhile for teachers, especially in the field of language teaching. Besides the accompanied sample of lesson plan, can give an outline of how a teacher can make lesson plans interactive to engage students in purposeful teaching learning tasks.

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Gonzales, Gamaliel G., and Roselyn R. Gonzales. "Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 436–50. http://dx.doi.org/10.18844/cjes.v16i2.5619.

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The study used the intervention mixed methods design to evaluate the technological, pedagogical and content knowledge (TPACK) of mathematics preservice teachers while doing their lesson planning and teaching with interactive whiteboards (IWBs). The method has the following parts: (1) qualitative data collection to establish the priority competencies for the intervention, (2) conducting a single-subject experimental design to equip the preservice teachers with technology-enhanced lessons and (3) final qualitative data collection on experiences in planning and teaching with IWBs. The results revealed that the TPACK framework reflects improvements in lesson planning and teaching demonstration skills of the preservice teachers. While the preservice teachers quickly responded to digitise their lesson activities, the formulation of lesson objectives is left behind. Thus, in lesson planning and teaching with IWBs, the pedagogical skills must align with the technological skills they expect to employ. Although the Philippine basic education is not fully implementing IWB technologies in the classroom, policymakers may want this technology to become part of the system. Keywords: Interactive whiteboard, mathematics teaching, TPACK, preservice teachers, educational technology.

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Moradi, Mehdi. "Teacher’s Attitudes Towards the Effects of Lesson Plan on Classroom Management: A Case Study of Sufi Sahab Zakur High School." American International Journal of Social Science Research 4, no. 2 (August 10, 2019): 112–20. http://dx.doi.org/10.46281/aijssr.v4i2.373.

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The present study has been conducted to investigate the teacher’s attitudes towards the effects of lesson plan. Furthermore, the second goal of the study is to investigate the effects of lesson plan on classroom management. Similarly, the questionnaire had two parts the first part had 6 items and the second part had 6 items too and applied randomly. Besides, the data analyzing was performed in SPSS (version, 21) and bring out the mean and standard division. Finally, the findings reveled the importance and role of lesson planning on classroom management numbered as follow: (1) Planning is the most appropriate skill that the teacher needs to create a successful one. (2) The effective teacher is the one who plan effective lessons. (3) Preparation is the most important thing a teacher does. In addition, the following factors are related to the effects of lesson plan on classroom management. (1) Planning is a necessary skill to develop an organized learning environment. (2) Good planning minimizes class management problems. (3) A successful learning environment is the result of well lesson plan.

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Tran, Dung, An Thi Tan Nguyen, Duyen Thi Nguyen, Phuong Thi Minh Ta, Nga Thi Pham, and Binh Tri Huynh. "Changes in Lesson Plans as Teachers Participate in a Professional Development on Statistical Literacy." International Journal of Learning, Teaching and Educational Research 22, no. 5 (May 30, 2023): 281–301. http://dx.doi.org/10.26803/ijlter.22.5.14.

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Research on mathematics teacher knowledge has gained momentum recently; however, research on teacher planning is scarce, especially using lesson plans as the primary data source. This study examines how teachers' lesson plans change as they participate in a professional development, supporting them in implementing the Vietnamese reformed Curriculum 2018. Using a design-based research methodology, we developed a research-informed framework that assesses teachers' lesson plans for developing students' statistical literacy as emphasized in the mathematics Curriculum. Informed by research literature and data collected from teachers, the framework including seven criteria was shared and used by 61 teachers to reflect on the quality of their lessons. The analysis of 38 lesson plans shows all criteria have improved from pre- to post-lesson plans. The teachers included more explicit and comprehensive learning intentions in their post-lessons. Tasks in the post-lesson plans afforded more opportunities for students to develop statistical literacy, helped them engage in the statistical investigation using real data, and included multiple representations. Finally, the post-lesson plans tended to follow the constructivist teaching principles. Implications on ways to develop teachers' planning competence and suggestions for future studies are included.

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Jose, Jayaron. "Bottom-up Processing to Help Learners with Decoding: Planning, Implementing, and Reflecting on a Lesson." Arab World English Journal 14, no. 1 (March 24, 2023): 280–99. http://dx.doi.org/10.24093/awej/vol14no1.18.

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The researcher carried out the action research to experiment and experience the effectiveness of applying the theoretical aspects of bottom-up processing to help learners with decoding in listening lessons. The experimental lesson included six adult intermediate students (n = 6) from different backgrounds at an English language teaching professional development training undertaken at International House, Bangkok, Thailand in July 2021. The researcher planned the lessons after the literature review on bottom-up processing and surveying students’ needs and interests. The pre-lesson preparation included collecting the group profile, setting lesson aims and learning outcomes, analyzing the target language assuming learners’ existing knowledge, anticipating problems and solutions, planning the lesson procedures with appropriate teaching, and learning materials. and considering the timetable fit. The study aimed to find out the effectiveness of a listening lesson focused on bottom-up processing through self-reflection, and feedback from the observer, co-teachers, and students. The study was largely based on the collection of qualitative data through means of the researcher’s post-lesson reflection, and feedback from the observation, co-teachers, and students, which functioned as research tools in the study. The data analysis found that bottom-up processing was learner-engaging and beneficial to students’ positive perception of improving their listening skills. In addition, they provided the researcher with insights into the steps of planning and administering a listening lesson focused on bottom-up processing identifying areas of achievement and improvement.

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Salingkat, Suhartini. "Evaluation of Certified Teachers’ Perfomance at SMPN 6 Luwuk Banggai Regency, Indonesia." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2017): 24. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.24.

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This study investigated certified teachers’ performance at SMPN 6 Luwuk of Banggai Regency, with a focus on the teachers’ performance in planning the lesson, implementing the lesson, and conducting the lesson evaluation. It lasted for nine months, from March to December 2011. Qualitative method was used. More specifically, the evaluation research method was followed which involves collecting, analyzing, and interpreting data for decision making. The evaluation system used in this study was based on the quality of the certified teachers’ performances. The real condition in the field is that many of the certified teachers are still unable to design lessons and implement them professionally as expected from certified teachers. Currently there are many teachers in need of trainings. This study showed that the quality of the performance of the certified teachers in SMPN 6 Luwuk in planning the lesson was low. This could indicate that the certification process has not yet resulted in an increase in the quality of performance of the certified teachers, particularly as long as the quality of their performance in planning lessons is concerned.

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Chrouser, Daniel R. "Variable Sequence Lesson Planning—New Flexibility in Lesson Preparation." Journal of Physical Education, Recreation & Dance 61, no. 5 (June 1990): 31–34. http://dx.doi.org/10.1080/07303084.1990.10604506.

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Killen, Roy. "Preservice music teachers: influences on lesson planning." British Journal of Music Education 13, no. 1 (March 1996): 31–47. http://dx.doi.org/10.1017/s026505170000293x.

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This article explores the influences on preservice teachers' planning decisions in a study conducted during Semester I, 1994 at an Australian University. A group of second year Bachelor of Education (Music) students and Diploma in Education (Music) students were placed in a local school under the supervision of their university specialist methods lecturer and were required to teach a specified lesson to a junior secondary class on three occasions. Before teaching these lessons, every preservice teacher was interviewed and asked to justify each of their planning decisions. Responses for the planning decisions at each stage of the study were grouped into categories. The results show that some categories of responses remained the same, while others changed throughout the study. The study also revealed that the preservice teachers operated on two sets of lesson agendas: the written agenda which was influenced by the university pedagogical programme, and the unwritten agenda influenced by the preservice teachers' beliefs about teaching.

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Abdulayeva, A. "THE ROLE OF LESSON PLANNING AND DESIGN IN THE LEARNING PROCESS." Bulletin of Dulaty University 14, no. 2 (May 20, 2024): 67–74. http://dx.doi.org/10.55956/xhpi2655.

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This paper conducts an analysis of e-library publications focusing on the keyword "lesson planning". Through a comprehensive review of relevant literature, the study identifies key advantages associated with lesson planning and underscores its pivotal role in enhancing the quality of the educational process. The findings not only shed light on the overall impact of lesson planning but also provide valuable insights into the nuances that contribute to its effectiveness. Furthermore, the paper offers practical strategies tailored for future educators to optimize their lesson planning endeavors. Drawing upon the insights gleaned from the literature, the suggested approaches aim to empower prospective teachers in crafting detailed and innovative lesson plans. Emphasizing the significance of these strategies, the paper demonstrates their potential to facilitate active student engagement, improve learning outcomes, and maintain classroom discipline. In essence, this analysis serves as a valuable contribution to the field of educational research, offering actionable recommendations for both current teaching practices and the preparation of aspiring educators. The synthesis of literature and practical insights creates a resource that can inform pedagogical strategies and foster continuous improvement in lesson planning methodologies.

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Strickroth, Sven. "PLATON: Developing a Graphical Lesson Planning System for Prospective Teachers." Education Sciences 9, no. 4 (October 10, 2019): 254. http://dx.doi.org/10.3390/educsci9040254.

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Lesson planning is both an important and demanding task—especially as part of teacher training. This paper presents the requirements for a lesson planning system and evaluates existing systems regarding these requirements. One major drawback of existing software tools is that most are limited to a text- or form-based representation of the lesson designs. In this article, a new approach with a graphical, time-based representation with (automatic) analyses methods is proposed and the system architecture and domain model are described in detail. The approach is implemented in an interactive, web-based prototype called PLATON, which additionally supports the management of lessons in units as well as the modelling of teacher and student-generated resources. The prototype was evaluated in a study with 61 prospective teachers (bachelor’s and master’s preservice teachers as well as teacher trainees in post-university teacher training) in Berlin, Germany, with a focus on usability. The results show that this approach proofed usable for lesson planning and offers positive effects for the perception of time and self-reflection.

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Schweitzer, Friedrich. "Religionsunterricht planen: Zum Verhältnis zwischen Kompetenzen und Lernzielen." Zeitschrift für Pädagogik und Theologie 70, no. 4 (December 19, 2018): 360–71. http://dx.doi.org/10.1515/zpt-2018-0053.

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AbstractThis article discusses the task of lesson planning in RE in relationship to the recent approach of competence-oriented RE and the traditional concept of learning aims. First, the author describes a number of related difficulties experienced in teacher training concerning competence-oriented lesson planning as the background which motivates the discussion in this article. Second, the author points out the different origins of the current understanding of competences which goes back to research programs like PISA, on the one hand and of learning aims in the actual planning of lessons on the other hand. In the final section, the article describes a number of steps which should be taken in lesson planning for RE and which draw upon both, the competence approach as well as the concept of learning aims.

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Vasiljuk, Dina, Alexandra Budke, Veit Maier, and Uwe Krause. "Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teachers." Education Sciences 12, no. 12 (November 25, 2022): 861. http://dx.doi.org/10.3390/educsci12120861.

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This exploratory qualitative study reports student teachers’ knowledge of multiperspectivity as well as how student teachers consider multiperspectivity in lesson planning. The study was embedded in a project in which German and Dutch student teachers dealt with multiperspectivity for one semester. Based on the theoretical literature and the empirical results, we identified a set of criteria for multiperspectivity in geography lessons. These criteria were then applied to analyse the student teachers’ lesson plans and teaching materials as well as the student teachers’ answers in the qualitative questionnaires, which the student teachers answered at the beginning and at the end of the semester. The results of this study showed that the professional knowledge of student teachers in terms of multiperspectivity was not extensively represented or apparent from the answers to either the pre- or the postquestionnaire. The analysis of the lesson plans and the teaching materials showed that the student teacher groups were able to form a multiperspective topic didactically. However, not all groups had considered promoting evaluation competence in lesson planning, and the reflection competence was hardly considered. Therefore, our developed criteria for multiperspectivity in geography lessons could help student teachers to better understand and consider multiperspectivity when planning lessons.

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Boshkoff, Ruth. "Lesson Planning the Kodály Way." Music Educators Journal 78, no. 2 (October 1991): 30–34. http://dx.doi.org/10.2307/3398257.

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Pang, May. "Companion guides for lesson planning: a planning template and the lesson plan pro forma." ELT Journal 70, no. 4 (July 31, 2016): 444–54. http://dx.doi.org/10.1093/elt/ccw053.

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Capel, Susan, Sophy Bassett, Julia Lawrence, Angela Newton, and Paula Zwozdiak-Myers. "How trainee physical education teachers in England write, use and evaluate lesson plans." European Physical Education Review 25, no. 4 (July 19, 2018): 964–82. http://dx.doi.org/10.1177/1356336x18785053.

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Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.

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Hordienko, Tetyana, Larysa Dubrovska, and Valery Dubrovsky. "Forms and methods of inclusive work in mathematics lessons in primary school." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (June 24, 2021): 68–74. http://dx.doi.org/10.24195/2617-6688-2021-2-9.

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The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The following methods of inclusive learning in mathematics lessons in primary school are described: supportive learning, parallel learning, alternative learning, learning in small groups, alternate learning, team learning. Innovative technologies are considered, which realize the complex multilevel character of support of participants of pedagogical process and by means of which support of participants of educational process at lessons of mathematics is carried out: technology of adaptation of the child to new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The aspects that belong to the category of methodological and educational requirements and which must be performed by the teacher in mathematics lessons in an inclusive classroom are indicated: the topic of the lesson should correspond to long-term planning; pedagogical communication should have clearly defined goals, adaptation of the structure of the mathematics lesson. Options for solving the problem of planning a math lesson and creating a lesson outline in an inclusive classroom, focusing on children with special educational needs. Planning a math lesson in an inclusive classroom should include both general education tasks to meet the educational needs within the state standard and correctional and developmental tasks.

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Ubaque-Casallas, Diego F., and Edgar Aguirre-Garzón. "Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers." Profile: Issues in Teachers´ Professional Development 22, no. 2 (July 1, 2020): 131–44. http://dx.doi.org/10.15446/profile.v22n2.80687.

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This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons.

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Mapulanga, Thumah, Yaw Ameyaw, Gilbert Nshogoza, and Elton Sinyangwe. "IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS’ TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES." Journal of Baltic Science Education 22, no. 1 (February 15, 2023): 20–36. http://dx.doi.org/10.33225/jbse/23.22.20.

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Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers’ enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, conceptual teaching strategies, students’ prior knowledge and misconceptions, and what makes teaching or learning difficult. The results also show that the teachers’ collective planned TSPCK was more developed than their personal TSPCK, indicating that participation in the lesson study improved the teachers’ TSPCK. The study is important as it shows how teachers enact their personal and collective TSPCK in respiration. It also demonstrates the potential of lesson study to improve teachers’ PCK through collaborative planning and reflection on taught lessons. The study recommends using lesson study to improve teachers’ enacted TSPCK in respiration, and biology as a whole. Keywords: enacted pedagogical content knowledge (ePCK), topic-specific pedagogical content knowledge (TSPCK), respiration, secondary school, lesson study

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Арпентьева, Мариям, and Marijam Arpentieva. "Planning in psycho-pedagogical design." Ergodesign 2019, no. 1 (April 2, 2019): 31–41. http://dx.doi.org/10.30987/article_5c518d8d7947f3.63859366.

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The article deals with the issues of design in psychological and pedagogical planning. It is noted that the design methodology is based on a systematic approach to the study and modeling of compound multi-component, complex objects. The article is devoted to the problems of psychological and pedagogical planning, including the planning of educational lesson. The main aspects of pedagogical planning are considered: psychological and pedagogical sense, the place of planning in the structure of psychological analysis of educational lesson (lesson).

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Rudenko, N. "INTERACTIVE TECHNOLOGIES IN TEACHING MATHEMATICS IN PRIMARY SCHOOL: FROM PLANNING TO RESULTS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 32 (2019): 22–28. http://dx.doi.org/10.28925/2311-2409.2019.32.3.

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The article states the author's definition of the concept interactive technologies at mathematics lessons. They are defined as the set and the certain sequence of pedagogical methods that are aimed at the realization of a didactic objective, the activation of the participants’ subject-subject interaction in the educational process, which affects the quality of mathematics preparation and enhances pupil’ thinking skills. The structure of interactive mathematics lesson at primary school is determined: motivation activity; announcement, presentation of the topic and learning outcomes; providing the necessary information; interactive activity; reflection; evaluating the results of the lesson. Interactive technologies are selected and classified according to their didactic aim and function and are appropriate for use at mathematics lessons of the New Ukrainian School.

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Jose, Jayaron. "Dictogloss for English Language Teaching: An Experimental Lesson and Reflections." International Journal of Linguistics 14, no. 1 (January 6, 2022): 73. http://dx.doi.org/10.5296/ijl.v14i1.19605.

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While ELT emphasizes on well-known teaching approaches such as PPP (Presentation, Production and Practice) or Test-Teach-Test (TTT) for planning and implementing lessons, most EFL professionals rarely experiment with approaches such as Dictogloss, Silent Way, TBLT (Task Based Language Teaching), and so on. While an eclectic approach to teaching English can help achieve lesson aims better, deeper insights into specific approaches can sharpen teachers’ professional edge. Dictogloss, therefore, is one of such approaches that integrates all skills in planning and delivering ELT lessons. The researchers’ experiment with the approach of dictogloss and reflections are summarized in this article. The report includes the need for using dictogloss approach in ELT, a brief literature review, objectives of the experimental lesson, methodology, findings and analysis, recommendations, and conclusion. Overall, this qualitative study on the experimental dictogloss lesson and its reflections concluded at a positive note.

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Owiny, Ruby L., Aleksandra Hollingshead, Brenda Barrio, and Katlyn Stoneman. "Engaging Preservice Teachers in Universal Design for Learning Lesson Planning." Inclusion 7, no. 1 (March 1, 2019): 12–23. http://dx.doi.org/10.1352/2326-6988-7.1.12.

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Abstract General education teachers often feel unprepared to serve the needs of students with disabilities, including those with intellectual disability, because many teacher preparation programs do not adequately prepare teachers for the diverse classrooms they will encounter. With the increase of inclusion for students with disabilities, it is imperative that teachers develop the necessary skills for engaging all students, including those with intellectual disability, in meaningful instruction. Universal Design for Learning (UDL) can assist teachers in designing instruction that meets the needs of their diverse learners. The current study consisted of two parts. First, researchers surveyed preservice teachers on their perceptions of including students with disabilities in their future classrooms before and after instruction in UDL. Second, researchers analyzed preservice teachers' ability to design lessons using the principles of UDL. Results indicated perceptions of inclusion were positive prior to intervention and did not significantly change after the intervention. Lesson plans improved significantly in the use of UDL principles from baseline to postintervention, but there was no significant difference between the postintervention lesson plans and the end-of-semester lesson plans.

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Hurd, Jacqueline, and Lori Licciardo Musso. "Lesson Study: Teacher-Led Professional Development in Literacy Instruction." Language Arts 82, no. 5 (May 1, 2005): 388–95. http://dx.doi.org/10.58680/la20054415.

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Lesson study is a form of professional development long favored by teachers in Japan that has recently gained attention in many parts of the United States. Teachers participating in lesson study immerse themselves in a cycle of instructional improvement focused on planning, observing, and revising “research lessons.”; These research lessons are actual classroom lessons that provide opportunities for teachers to implement their ideas about effective teaching as they learn to carefully record student learning in order to evaluate the research lessons, the students, and their own understandings about teaching and learning.

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Patterson, Nancy. "Tech Connect: Resources on the Web: A Celebration of Sites." Voices from the Middle 11, no. 3 (March 1, 2004): 62–63. http://dx.doi.org/10.58680/vm20043102.

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Mokoena, Mosebetsi. "Exploring the Impact of the COVID-19 Pandemic on Rural English FAL Teachers’ Lesson Planning." Arab World English Journal, no. 2 (January 24, 2022): 479–91. http://dx.doi.org/10.24093/awej/covid2.32.

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The Coronavirus (COVID-19) has disrupted the process of teaching and learning in various ways. In particular, lesson planning in rural English first additional language (FAL) classrooms has been disrupted. As a result, there is a need to explore the impact of the COVID-19 pandemic on rural English FAL teachers’ lesson planning. To achieve this aim, these questions remain central to this study: How does the COVID- 19 pandemic disrupt the typical teaching plans of English FAL teachers in a rural context? How do rural English FAL teachers respond to the challenges of the phased- in and rotational approaches during the COVID-19 pandemic? The study follows a qualitative research design and uses Document Analysis to generate data from the eleven participants whose responses are analyzed thematically. The findings reveal that rural English FAL teachers face challenges when planning lessons amid the COVID-19 pandemic. These include: struggle with committing to the plan, inadequate coverage of content, catering for learners’ educational needs, as well as learner-absenteeism and the need for re-teaching. The paper recommends the following strategies for rural English FAL teachers to circumvent these challenges. They include: incorporating various resources in the lesson plan, integrating active learning activities in the lesson plan, and tailoring lesson plans to meet learners’ educational needs.

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Oktavianty, Erwina, Reni Marlina, Hamdani Hamdani, Syaiful B. Arsyid, and Raga Patria. "Teacher-Student’s Interaction Analyzes on Physics Learning through Lesson Analysis (Case Study: Lesson Study Implementation in SMA Pontianak)." Jurnal Ilmiah Pendidikan Fisika 6, no. 3 (November 18, 2022): 479. http://dx.doi.org/10.20527/jipf.v6i3.5113.

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Through lesson analysis, this research analyzed teacher interaction in science classes, particularly in physics classes in one of the secondary schools at Pontianak, West Kalimantan. A qualitative method is used in this study by analyzing tape recording and video. This study has four stages of implementing lesson study cycles. It starts with planning lesson design, implementation with observation containing student and teacher responses during the lesson, reflection, and revised lesson design. Video tapped, and transcripts are employed in each lesson. The analysis showed that a teacher dominated the lesson at 62.3%, while students only made up 37.4% of the total conversations during their lessons. Knowing the interaction of teacher and students in the learning process could help the teacher to make improvements in learning based on reflections from the responses of students and teachers.

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Pargmann, Julia, Anna Leube, Florian Berding, Elisabeth Riebenbauer, Karin Rebmann, Andreas Slopinski, and Michael Gillert. "Electronic didactic assistance (EDDA) for lesson planning based on artificial intelligence: functionality, areas of application and research perspectives." Teaching and learning with and about artificial intelligence in vocational education and training 38, no. 1 (June 30, 2024): 118–46. http://dx.doi.org/10.62350/wlqo3003.

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The use of AI systems is rapidly gaining importance both in the professional world and in vocational education and training. As a result, (prospective) teachers are required to take a closer look at AI and its application for teaching and learning processes. This article focuses on the potential of AI to assist teachers in designing lessons based on the fundamentals and functions of AI. We explore the question of how an AI-based learning platform can be designed to help develop lesson planning skills. The AI platform EDDA will be presented, which can be used to analyze lesson plans and materials during studies, in the preparatory service and in teaching practice. EDDA provides feedback on the implementation of selected didactic criteria of lesson planning and provides information for reflection and further development of lesson plans. EDDA also provides an infrastructure for further research into teaching and learning with AI.

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Rahmatillah, Ramadhani, Zakiyah Arifa, and Nur Kholid. "'Amil al-Bi'ah al-Madrasiyyah 'Ala Takhthith at-Ta’lim li Mua’allim al-Lughah al-‘Arabiyyah (Dirasah al-Halat al-Muta’addidah fi Madaris Malang)." Arabiyatuna: Jurnal Bahasa Arab 7, no. 1 May (May 3, 2023): 93. http://dx.doi.org/10.29240/jba.v7i1.6513.

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This research aimed to continue the previous research by describing Arabic language teachers’ lesson plans at MAN 2, MA Muhammadiyah, and MA Al-Umm in Malang, as these lesson plans were affected by the school environment. This research sought to describe the differences in lesson plans designed and implemented by Arabic teachers at the aforesaid schools. This research deployed a qualitative approach and the case study method with multiple case studies. The data were garnered from interviews and documentation. The research results showed differences in planning methods, bases, and sources of learning among these schools, which were caused by differences in the availability of teachers and systems at each school. The teachers planned to teach the Arabic language in MAN 2 based on KMA 183 using the joint method and group technique, while the Arabic language teacher in MA Muhammadiyah planned lessons based on the same report. The Arabic language teacher at MA Al-Umm planned lessons individually based on her own innovations. Therefore, each school should provide a supportive program to improve the competencies of the Arabic language teachers in planning lessons.

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Putrienė, Nijolė. "Expressing Aspects of Modern Curriculum in a Lesson." Pedagogika 127, no. 3 (September 20, 2017): 119–31. http://dx.doi.org/10.15823/p.2017.43.

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Recently the concept of curriculum has been expanded: the curriculum implementation in a constantly changing environment was included alongside with a teaching program and its outcomes. In addition, an informal learning as well as implementing of learner’s former experiences became an important curriculum research target. The concept of learning program has also changed: it is now considered to be open, having no clear objectives and constantly developing one. That is the reason why curriculum planning and implementation became more an innovative process rather than a predetermined activity. Despite these changes, the content of the lesson, time, the resources are determined strictly enough by public documents and established traditions in Lithuania. The essays written by two gymnasium teachers describing their activities while planning and performing lessons were analyzed. There was a great number of modern curriculum aspects included by informants while planning and implementing curriculum during their lessons. Although, low motivation of some students, restrictions in time, material, etc. and set requirements for the achievement do not allow those curriculum aspects to be revealed stronger. Keywords: contemporary curriculum, curriculum planning, curriculum implementation, education in lesson, learning program.

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Liu, Shi Qi, and Dan Dan Zou. "Preliminary Study on Collaborative Lesson Planning Based on Cloud Platform." Applied Mechanics and Materials 548-549 (April 2014): 1433–37. http://dx.doi.org/10.4028/www.scientific.net/amm.548-549.1433.

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Lesson planning, the starting point and basis for teaching, is one of the most important steps to determine the quality of teaching. At present, lesson planning and teaching are separated; also professional teachers are rare in many areas. By collaborative lesson planning based on cloud platform, teaching and research is not limited in the office or their own school. Teachers can carry out lesson planning or teaching counseling at home. Currently collaborative lesson planning based on cloud platform is very popular. It not only extends the teachers' working space and time, but also expands their horizons and improves the teaching quality.

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Hooks, Morgan. "Pinterest: A Tool for Lesson Planning." Mathematics Teacher 108, no. 6 (February 2015): 466–68. http://dx.doi.org/10.5951/mathteacher.108.6.0466.

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Agrawal, R. "Lesson planning for visually impaired students." Journal of Visual Impairment & Blindness 81, no. 5 (May 1987): 195–96. http://dx.doi.org/10.1177/0145482x8708100505.

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Elden, Roxanna. "Is There Life after Lesson Planning?" Educational Horizons 89, no. 3 (February 2011): 29. http://dx.doi.org/10.1177/0013175x1108900311.

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Rifkin, Benjamin. "Guidelines for Foreign Language Lesson Planning." Foreign Language Annals 36, no. 2 (May 2003): 167–79. http://dx.doi.org/10.1111/j.1944-9720.2003.tb01467.x.

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Valero, Greg. "Katrina's lesson: Disaster planning is critical." Metal Finishing 103, no. 10 (October 2005): 4. http://dx.doi.org/10.1016/s0026-0576(05)80742-1.

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Journal articles on the topic 'Lesson planning'

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